教案精选高中英语《Cultural relics》教学设计Word文档下载推荐.docx
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教案精选高中英语《Cultural relics》教学设计Word文档下载推荐.docx
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2)Phrases:
lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
3).Sentencepatterns:
(1)Thereisnodoubtthat…..
(2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit. 4).Improvethestudents’readingability. Trainthestudents’abilitytograspkeyinformationwhilelistening. Howtoteachthestudentstospeakouttheiropinionsaboutculturalrelics. Teachingmethods教学方法 1).Watchsomevideosabouttheculturalrelics.(individuals) 2).Haveadiscussion.(groupwork) 3).Writeanarticleaboutthediscussion.(individuals) Teachingaids教学设备 Acomputer,aprojectorandsomeslides. Teachingproceduresandways教学过程与方式 Thefirst&
secondperiod(Vocabulary,WarmingupandPre-reading) Teachinggoals:
1.Targetlanguage Cultural,survive,remain,state,rare,dynasty,vase,belongto 2.Learningabilitygoals Helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics. Teachingimportantpoints Talkaboutculturalrelicsandwhatshouldbedonewiththem. Teachingdifficultpoints:
Howtotalkaboutculturalrelics. Teachingmethods:
Groupdiscussionandpresentation.(cooperativelearning) Thefirst&
secondperiod Teachingprocedures:
Step1Newwordsteaching Step2Warming-up T:
Whentalkingaboutculturalrelics,whatcomestoyourmind?
S1:
TheGreatWall. S2:
ThePyramidsinEgypt. S3:
… T:
Welldone. TeacheraskstheSstolookatthethreegroupsofpicturesanddiscussthesequestions. 1.Doyouknowtheseplaces?
2.Ifyouknow,whatdoyouknowabouttheplaces?
3.Whichonewouldyouliketovisit?
Why?
I:
Asisknowntoall,Chinaisacountrywithahistoryofmorethan5,000years.Inthelonghistory,peopleindifferentperiodshaveleftusquiteanumberofculturalsites,manyofwhichareworldfamous.Nowlookatthepicturesandguesswhatheritagetheyare. Alltheseareculturalrelics. Doyouknowanyotherculturalrelicsintheworld?
TshowstheSssomeculturalrelicsabroad. Task1:
asktheSstomakeadialoguebysaying. Imagineyouhaveachancetotraveltheseplaces.Whichplacewouldyouliketogo?
Why?
whenareyoustartingoff?
Howareyougettingthere?
Howlongareyoustaying?
Pleasemakeadialoguewithyourpartners.Thenstudentsanswerthefollowingquestions:
Whatisyourfavoritecity?
Whatmakesacitygreatandfamous?
(alonghistory;
culturalrelics;
manygreatpeople;
importanteventstakingplacethere) T:
Unfortunately,someofthemareindangerbecausetheyaredestroyed,andsomeofthemwerelostbecausesomeonestolethem. Task2:
Nowsupposethatyouworkforthestateofficeofculturalrelics.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace.ItisarareMingDynastyvase.Themanwhohasitinsiststhatitbelongstohisfamily.Whatwillyousaytohim?
Workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers. Step3Task3Speakingtaskonpage46 DebateDoyouthinkChinashouldsaveallofitsculturalrelics?
DoyouthinkitnecessarytorebuildyuanmingyuaninBeijing?
T:
Afterwatchingsomanypictures,nowdiscusswithyourpartnersthefollowingquestion:
Whatisaculturalrelics?
(SscanfindtheanswerfromtheWarmingup.) Step4Pre-reading T:
OK,class,doyouthinktheseculturalrelicsarebeautiful?
Ss:
Yes,verybeautiful. T:
Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?
Tryourbesttofindit. S2:
Protecttheothersinorderthattheywillnotlost.…… T:
Thanksforyourgoodsuggestions.Ifyoufindaculturalrelic,whatwillyoudowithit?
Youcanmakeadialoguewithyourpartneronthisquestion. Tcanpracticeitwithastudenttogiveanexample. Extendingquestions:
Towhomdoculturalrelicsbelong?
Step5Languagepoints 1)survive survive:
vi.continuetoliveorexist. vt.Continuetoliveorexistinspiteofnearlybeingkilledordestroyedbysth. vt.Remainaliveaftersb.,liveorexistlongerthan e.g:
Manystrangecustomshavesurvivedfromearliertimes. Herparentsdiedintheaccident,butshesurvived. Fewbuildingssurvivedtheearthquake. Themansurvivedhissisterbythreeyears. 2)(a)partof Apartofthebookshavearrived. Alegisapartofthebody. HegavemebackonlypartofthemoneyIlenthim. Partofthehousewasburntinthefire. Partofthepassengerswereinjuredintheaccident. *Partofit_________good. *Partofthem_____________good. 3)something 通常用于肯定句,而在疑问句、否定句、if/weather从句中用anything。
Iwantsomethingtoeat. Idin’thaveanythingtoday. Isthereanythingwrongwiththisstove?
*Wouldyoulikesomethingtoeat?
但当说话者心中的肯定意识较强时,或实际上表示请求建议时,一般不用anything而用something. 4)remain Afterthefire,verylittleremainedofmyhouse. Muchworkremainedtobedone. I’llremaintoseetheendofthegame. Heremainedsilentafterclass. Thedoorremainedclosed. a.Therestofthebook___is______notveryinteresting. b.Therestofthegroup___are_____intheclassroom. 5)therestof……的其余部分 6)imagine+n./doing/sbdoingsth/that-clause Canyouimaginelifewithoutelectricity?
Icouldhardlyimaginelivinginthatkindofplace. Ican’timaginehermarryinghim. CanyouimaginehowworriedIwasthen?
IimaginethatIhavemetyousomewherebefore. 7)lookinto调查、了解、研究 1)Thepolicearelookingintoalltherecordsoftheman. 2)Helooksintoherfacewithgreatinterest. 3)I’lllookintothematterassoonaspossible.Justhavealittlepatience. 8)insist+n/that…(should)do/that… insistondoingsth. a.Heinsistedthatthemoney__________________(return)tohimatonce. b.Heinsistedthathe______________(notsteal)themoney. c.Iinsistedonhis__________(go)thererightaway. 9)belongto属于(P1L7)不可以用于被动语态,或进行时 Correctthemistakes Thehousewasbelongedtoanoldlady. ChinaisacountrythatisbelongingtotheThirdWorld. Asawriter,hereallybelongsthe18thcentury. Thismapisbelongingonthetable. 10)dowith Ididn’tknowwhattodowiththeoldtree. Thenewteacherdidn’tknowwhattodowiththeclass. Whathaveyoudonewiththepapersforthemeeting?
Wehavenothingelsetoeat,youhavetodowithsomebread. Icannotdowithloudnoise. Whattodowiththeproblem?
Howtodealwiththeproblem?
Homework 1.Previewthereading 2.Dothecomprehendingexercises 3.WritedowntheMainideaofeachparagraph 4.AsktheSstolookformoreculturalrelics.ThestudentscangotothelibraryorusetheInternettosearchforinformation. Recordafterteaching:
TheThirdPeriod (Readingandcomprehending) Knowledge:
Learnsomenewphrasesandsomenewsentencepatterns. Ability:
1.LearnsomedetailedinformationabouttheAmberRoom. 2.Improvethestudents’readingability. 3.Trainthestudents’abilitytograspkeyinformationwhilelistening. 4.Trainthestudents’speakingability. Emotion:
1.Trainthestudents’abilitytocooperatewithothers. 2.EnabletheSstotalkaboutthestoryoftheAmberRoom Teachingimportantpoints:
1.Thenewwordsandexpressions;
2.LearnsomedetailedinformationabouttheAmberRoom;
3.Trainthestudents’abilitytocooperatewithothers;
4.Trainthestudents’speakingability. Teachingdifficultpoints:
1.Words:
ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
2.Phrases:
lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
3.Sentencepatterns:
(1)Thereisnodoubtthat…..
(2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit. 4.Improvethestudents’readingability. 5.Trainthestudents’abilitytograspkeyinformationwhilelistening. Teachingmethods:
1.Listeningtothetape. 2.Learningandpracticing. Teachingprocedures:
Step1Greetingsandlead-in T:
Welearnedsomeculturalrelicsyesterday.Doyoustillrememberthem?
Givemesomeexamples,please. Studentsgivetheiranswers. T:
Verygood.Todaywe’regoingtolearnanotherculturalrelic.Lookatthetwopicturesonpages1—2;
doyouknowwhatitiscalled?
TheAmberRoom. T:
Yes,It’scalledtheAmberRoom. Whatdoyouknowabouttheculturalrelic“theAmberRoom?
TshowstheSssomepicturesof“theAmberRoom” Step2Fastreading:
DoyouwanttoknowmoreabouttheAmberRoom?
WhatdoesthetexttellabouttheAmberRoom?
Readthepassagefirstandtrytoanswerthequestions:
IttellsusthestrangehistoryoftheAmberRoom,aculturalrelicoftwocountries:
GermanyandRussia. T:
Whyisitcalledthe
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- Cultural relics 教案精选高中英语Cultural relics教学设计 教案 精选 高中英语 Cultural relics 教学 设计